This seminar course provides an overview of genetics, genomics, geriatrics, end-of-life care, and cultural sensitivity from a Christian worldview. Through the use of evidence-based practice guidelines, the student will utilize knowledge and skills attained throughout his or her nursing education and apply it to a variety of educational activities.
It is imperative that Liberty University graduating nurses have an understanding of the impact of genetics, genomics, geriatrics, end-of-life care, and cultural sensitivity. Currently, older adults account for the largest number of users of the healthcare system in America. With this aging population comes the nurse’s responsibility for administering and supervising holistic care, including the end-of-life process. As technology advances, patients expect the registered nurse to provide genetic and genomic education. Due to cultural disparities, nurses need to provide culturally competent care to patients and their families throughout the healthcare setting. Therefore, it is vital that Liberty University graduates are adequately prepared to look at the areas of genetics, genomics, end-of-life care, and cultural sensitivity with a Christian worldview.
Textbook readings, lecture presentations, and journal articles
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
Discussions are collaborative learning experiences. Therefore, the student is required to create a thread in response to the provided prompt for each discussion. Each thread must be at least 400 words and demonstrate course-related knowledge. At least 1 scholarly source must be cited in the thread using current APA format. The student is also required to reply to at least 2 classmates’ threads. Each reply must be at least 200 words.
Pedigree Project Assignments (2)
The student will compile his or her pedigree (family tree) for 3 generations, including relationship, gender, and age, with a key for the project. The student will also be tracking disease processes. If this family information is not available, the student may compile the pedigree of another individual. After developing a 3-generation pedigree and a 3-page analysis, the student will write 2 pages discussing areas of strength and growth in his or her professional knowledge and understanding of genetics and genomics.
Cultural Assessment Group Project (CAGP) Assignments (3)
The student will be placed in a group to collaboratively organize a PowerPoint presentation discussing cultural beliefs. Specifics on health beliefs, traditions and influences, cultural bound syndromes, family influences, end-of-life practices, and health beliefs. At least 10 references in current APA format must be used for the presentation. Please note that the group must choose the culture it will be presenting on in an earlier module: week.
Senior Mentor Project Assignment
The student will interview a senior adult and use the information from this interview to compose an 11-page paper (not including the required title page, reference page, and forms) using current APA format. The student must cite at least 5 sources and expound on the productivity and lifestyle of senior adults.
End-of-Life Reflective Paper Assignment
The student will write a 2-3-page paper discussing his/her beliefs on death and ways in which those beliefs will affect patient care. The paper must be written using current APA format. The student will need at least 1 reference to support spiritual beliefs.
Each quiz will cover the Learn material for the assigned module. Each quiz will be open-book/open-notes, contain 3 essay questions, and have a 30-minute or 1-hour time limit.
This quiz will cover the Learn material for the assigned module. It will be an open-book/open-note quiz with 25 multiple-choice and true/false questions and have a 1-hour time limit.